Primary Teachers Research Articles

The centrality of care ethics in narratives of primary school homeroom teachers

ABSTRACT This qualitative study explored ethical perceptions in primary school homeroom teaching, focusing on ethical caring. Forty semi-structured interviews were conducted with Israeli homeroom teachers (grades 1–2) in Arab (n = 20) and Jewish (n = 20) state primary schools (39 women). Thematic analysis identified four themes that represent various facets of emotional and instrumental caring of these educators in the professional context, encompassing both in-role and extra-role commitments. The first theme, ‘care without limits,’ shows teachers’ deep emotional connections beyond formal duties. The second, ‘emotional care,’ reflects empathy integrated into assigned tasks. The third, ‘care for promoting academic success or socialization,’ describes caring as a tool to enhance learning and socialization. The fourth, ‘contractual care,’ portrays a task-oriented, minimal approach. The study suggests teachers could benefit from training on ethical dimensions, schools should support navigating ethical dilemmas, and policymakers can use these findings to enhance teacher evaluation and professional development, ultimately improving education quality.

The Use of ICT: The Mediating Role of Attitudinal Beliefs, Subjective Norms, Behavioral Control and Behavioral Intentions among Saudi Elementary Teachers

The present investigation explored behaviours towards Information and Communication Technology (ICT) among 239 primary teachers (59.4% male, 40.6% female) in Dammam, Saudi Arabia. A convenience sampling technique was used to choose the sample. Based on the Decomposed Theory of Planned Behaviour (DTPB) model, the study addressed a research gap investigating technology adoption in a centralised education system. The analysis employed Partial Least Squares Structural Equation Modelling (PLS-SEM) and the mediating effects of attitudes on the path between perceived ease of use towards ICT (β = 0.131, p = 0.003) and perceived usefulness of ICT (β = 0.386, p < 0.001) and behavioural intention towards ICT was statistically significant. Subjective norms mediated peer (β = 0.128, p < 0.001) and superior (β = 0.070, p = 0.001) influences on behavioural intention; however, student influence was not significant, contrary to a similar Western investigation. The results indicate that behavioural intention significantly predicts actual use (β = 0.305, p < 0.001). Contrary to DTPB theory, the results indicate that perceived behavioural control did not mediate any relationships. The model explained 26.1% of the variance in ICT use (R² = 0.261), lower than that identified in a related Western investigation. A notable distinction with differences identified in explanatory power (R²) and predictive relevance (Q²) indicated some theoretical constraints. The findings highlighted the compatibility assumptions associated with technology adoption in a centralised education system. The recommendations highlighted the importance of modifying teachers' attitudes and developing peer networks, rather than providing resources, to increase technology use within the Saudi educational system. Keywords: ICT usage, attitudinal beliefs, subjective norms, perceived behavioural control, the DTPB model, Saudi primary education.

Teachers’ and School Professionals’ Knowledge and Attitudes Towards Epilepsy in Greece: Misconceptions and Management Options for Affected Students—A Survey Study

Epilepsy remains one of the most prevalent neurological disorders affecting school-aged children, often accompanied by social stigma and misconceptions that can hinder their academic and social development. Background and Objectives: Given the critical role of teachers and school professionals in the daily lives of children with epilepsy, this study aimed to assess the knowledge, attitudes, and behaviors of primary school teachers and professionals in Greece regarding epilepsy. The findings are intended to identify gaps and inform the development of targeted educational interventions that support managing epilepsy effectively. Materials and Methods: A cross-sectional survey was conducted with 546 primary education teachers in Western Greece using a questionnaire adapted from a validated Italian study. This survey collected demographic information and assessed knowledge, attitudes, and school-related practices concerning epilepsy. Data were analyzed with IBM SPSS, employing descriptive and inferential statistics to explore relationships between demographics and responses. Results: Although most participants were generally aware of epilepsy, considerable gaps persisted in knowledge about prevalence, causes, and proper seizure management. Notably, over half of the participants were unsure how to manage an epileptic episode, and misconceptions about the effects of antiepileptic drugs on learning and behavior were prevalent. Participants with special education experience displayed more accurate knowledge and greater confidence in handling epilepsy-related situations. Conclusions: This study underscores the need for enhanced epilepsy education among primary school teachers and school professionals in Greece to address knowledge gaps, reduce stigma, and better support the educational and social needs of students with epilepsy. Coordinated efforts with educational authorities and health organizations are recommended to implement specialized teacher training programs.

Student teacher perspectives on history education: a comparison of primary and secondary student teacher thinking about the purpose of history at the start of their teacher education course in England

This study provides the first comparison of primary and secondary student teachers’ perspectives on history education and its purpose at the beginning of an Initial Teacher Education postgraduate diploma/certificate in education in England. It aims to identify similarities and differences in the student teachers’ thinking about history and its purpose as a school subject to foster discourse within the Initial Teacher Education community about how best to support their development. The findings are drawn from a small-scale inductive theory development study, conducted at a university in North West England. Qualitative data were collected from 35 participants, 19 primary Initial Teacher Education students and 16 secondary, using a questionnaire containing Likert scale questions and a ranking activity relating to statements about the purpose of history education. Overall, the data revealed significant commonalities and some divergence between primary and secondary student teacher views of the purpose of history, particularly regarding knowledge, perspectives and empathy. Divergence seemed to occur due to history education level rather than due to choice of phase-specific teacher education route, thus highlighting a need for Initial Teacher Education programmes to provide specific input on the purpose of history at the outset of all teacher education courses.

Effects of a design-based research approach on fourth-grade students’ critical thinking, problem-solving skills, computational thinking, and creativity self-efficacy

Abstract This study examined the effectiveness of a design-based research approach in developing fourth grade students' critical thinking, problem solving, computational thinking, and creative self-efficacy skills. Although previous research has shown how design-based inquiry promotes higher-order thinking among middle and high school students. There is no comprehensive research supporting rural primary school students with this approach. Therefore, this study fills this gap by investigating design-based research (DBR) that can lead students to develop twenty-first century skills through primary science teaching. A quantitative pre-post-test design method was used to collect data over a 7-week period from 431 fourth grade students from two rural schools in Türkiye. Findings showed that the design-thinking model was effective. The findings showed a significant improvement in critical thinking and creative self-efficacy. The effect on problem solving skills and computational thinking was negligible.

Fostering Mathematical Creativity in Primary Education: Impact of an Educational Program on Teachers’ Classroom Practices

Research consistently highlights the importance of promoting creativity in curricula worldwide and within school settings. However, teachers often fail to recognize mathematical creativity (mainly described and evaluated through fluency, flexibility, originality, and elaboration) and are usually ill-prepared to enhance it in their students. Few studies have incorporated educational programs focused on mathematical creativity, showing positive results in enriching participants' knowledge and perception of creativity. Nevertheless, participants' teaching practices were not observed, leading to uncertainty about whether these participants could integrate opportunities for students’ development of mathematical creativity in their lessons. In this qualitative study, we attempt to bridge this gap by observing teachers' practices before and after an intervention focused on mathematical creativity. Seven in-service primary school Greek teachers participated in the study. Their teaching practices were examined through classroom observation, using an observation protocol, before and after their voluntary participation in an educational program aimed at enriching their knowledge of mathematical creativity and their ability to cultivate it in the classroom. Observational data were coded and analyzed using thematic analysis. Results showed that prior to the intervention, participants sparsely employed creativity-fostering approaches in their teaching. However, after the intervention, they significantly increased the time spent on creativity-provoking tasks, utilizing various creativity-promoting approaches and primarily focusing on developing fluency, flexibility, and generating new knowledge. Nevertheless, they did not significantly develop their skills in originality and elaboration, indicating the need for further support in cultivating these aspects of creativity. Future implications for professional teacher training and mathematics textbook writing are discussed.

Factors affecting primary teachers’ ability to engage in transformative professional learning

ABSTRACT This paper investigated the internationally relevant topic of what factors enable or inhibit teachers’ engagement with teachers’ professional learning (TPL) and how these can confluence and result in transformative TPL, from the perspective of primary teachers in the Republic of Ireland. Significant factors in literature, which are deemed to influence the effectiveness of TPL, were synthesised in this review. A theoretical framework involving socio-cultural theory of learning and complexity theory was utilised. A multiple case study was employed and, through semi-structured individual interviews, data was collected from the perspectives of 14 primary teachers, in varying contexts, across the Republic of Ireland and was analysed thematically. The participants identified school leadership, school culture, collaborative practices, reflective practices, resources, relevance, teacher autonomy and particularly, the need for TPL to encompass a holistic view of the teacher, if professional learning is to lead to transformative practices. Recommendations include the recognition that TPL is a complex, non-linear and iterative path over the length of a teacher’s career and is dependent on varying contexts. Consequently, TPL needs to be flexible and bespoke to meet the needs of each teacher, within their current ecological contexts.

Research on Strategies for Incorporating Red Culture Works into Primary School Chinese Reading Teaching

Red culture works carry rich historical connotations and spiritual values, and they have important educational significance for primary school Chinese reading teaching. In recent years, with the continuous advancement of education reform, the application of red culture works in primary school Chinese reading teaching has gradually received attention. Red culture works not only carries rich historical connotations and revolutionary spirits but also has important educational values. By integrating red culture works into primary school Chinese reading teaching, students can understand the revolutionary history, inherit the red gene, cultivate patriotism, and foster socialist core values. This paper explores the application paths of red culture works in primary school Chinese reading teaching, aiming to cultivate primary school students’ patriotism, enhance their cultural identity and core literacy, and promote their all-around development through the reading of red culture works.

Impact of COVID-19 on mucormycosis presentation and laboratory values: A comparative analysis.

The COVID-19 pandemic has led to an alarming increase in mucormycosis coinfections and its rapid progression. The overlapping risk factors and symptoms between COVID-19 and mucormycosis further complicate prompt detection, which is crucial for patient survival. This study aims to investigate potential differences in mucormycosis progression, initial symptom presentation, and laboratory value alterations in mucormycosis patients with COVID-19 history to enhance diagnostic accuracy and improve outcomes in this complex clinical scenario. This retrospective cohort study, conducted from April 1, 2021, to March 31, 2022, examined 102 patients diagnosed with mucormycosis at two primary teaching hospitals. Patients were categorized into two groups based on COVID-19 history. Variables included demographic information, clinical parameters, laboratory results, and outcomes. The study compared patient laboratory studies and presentation symptoms between COVID-19 history-positive and COVID-19 history-negative groups, with a particular focus on mortality rates and associated comorbidities such as diabetes, cancer and immunosuppressive treatment. Initial clinical presentations differed significantly, eneralized Estimating Equations (GEE) analysis, adjusted for comorbidities, revealed COVID-19 history was associated with increased platelet counts (P = 0.0311) and decreased facial swelling (P = 0.049) and fever symptom reporting (P < 0.001). Cancer history, diabetes, and immunosuppressive treatment also showed significant associations with various clinical and laboratory parameters. Laboratory analysis revealed significant differences between mucormycosis patients with and without COVID-19 history. The COVID-19 history-positive group showed lower WBC counts (P = 0.002), and higher hemoglobin levels (P < 0.001) compared to controls. Diabetes was more prevalent in COVID-19 history-positive patients, while cancer history was more common in controls. This study reveals intricate relationships between COVID-19 history, mucormycosis, patient presentation, challenging earlier findings. Mucormycosis patients with COVID-19 history exhibited higher platelet counts and altered symptom presentation. The research highlights varied symptom patterns across patient subgroups and underscores the complexity of interactions between COVID-19, cancer, and diabetes in mucormycosis cases. These findings advocate multivariate analytical approaches to better understand these multifaceted relationships.

Lesson study in primary initial teacher education: Participants’ perspectives on potential and challenges

Our aim is to identify the participants’ perspective about the potential and challenges of using mathematics lesson study (LS) in initial teacher education (ITE) of preservice primary teachers. We present two lesson studies and analyze the perspective of preservice teachers and teacher educators. The results suggest diverse kinds of potential and challenges. This research provides new insights about using LS in ITE and aspects to be considered by teacher educators who wish to use this formative process, particularly: constitution of the working groups, methodology and approach of the sessions, research lesson, assessment, collaboration, presentation of the process and duration.

Bolstering spatial learning in the primary classroom: identifying the factors underlying primary teachers’ spatial pedagogical practices

Teachers’ cognition and affect can influence their pedagogical choices, which in turn can shape the development of their students’ spatial skills. Here we examined the relations between primary teachers’ spatial cognition, affect, and their inclination for choosing teaching practices, such as models and diagrams, that engage and facilitate spatial learning. Seventy-seven K-6 teachers completed measures of spatial skills, spatial anxiety, spatial habits of mind, and a measure of preferences for spatial pedagogy. Additionally, we assessed and controlled for their general reasoning and general anxiety. Results revealed primary teachers’ spatial skills were positively associated with their spatial habits of mind and their preference for using spatial strategies for teaching science content. Yet, their pedagogical preferences for teaching math content varied with their teaching experience. Teachers’ spatial skills and spatial anxiety were not related. These findings have implications for how to leverage teacher education programs to bolster primary STEM learning and outcomes.

Change your wardrobe, change the world: empowering pre-service teachers to embrace responsible consumption

This study examines the impact of an educational intervention aimed at promoting responsible clothing consumption among pre-service teachers in Spain. To this end, a validated scale assessing the economic, social, and environmental dimensions of responsible consumption was administered to a sample of 164 primary school pre-service teachers, along with an open-ended questionnaire assessing their perceptions and consumption of second-hand and rented garments. Data were collected via an online questionnaire before (November 2023) and one month after the intervention (January 2024). Results show that the intervention is effective in increasing students’ awareness and responsible consumption behaviors, as well as their perceptions of reused garments, but only by the group that combine theoretical lessons with real-world activities.

The trajectories of pedagogical philosophizing in finland:

The first purpose of this article is to provide an overview of the history of the Finnish field of philosophizing with children, describing how these ideas have crossed borders into Finland through various routes and at different times. Furthermore, I offer a synoptic view of the current situation in Finland. Secondly, I will examine the division within the Finnish school system between classroom teaching in primary school and subject teaching in secondary school. This dividing line has hindered the recognition of the potential for pedagogical philosophizing with children and young people in schools. This distinction is evident in that classroom teachers feel uncertain about their philosophical competence, while subject teachers with strong disciplinary training in philosophy feel inadequate in their educational and dialogical interaction skills. Thirdly, inspired by John Dewey, I justify why this boundary between education and philosophy, so to speak, should be understood as artificial. From a Deweyan perspective I also argue that pedagogical philosophizing can be considered a key practice in the so-called pedagogical reconstruction of philosophy, whether in class teaching or subject teaching. Finally, I conclude with suggestions on how the community of philosophical inquiry approach would improve academic (teacher) education and benefit both the basic competencies of teachers and their capacities to practice pedagogical philosophizing in schools.

The Voice of Primary Teacher Education Alumni: From Satisfaction to Suggestions for Training Enhancement

This study explores the satisfaction of Vietnamese Primary Teacher Education (PTE) alumni of their academic undergraduate programs and their suggestions for training enhancement. Utilizing a divergent mixed-methods case design with an explanatory sequential approach, data were collected through surveys and structured interviews with alumni graduating between 2021 and 2024. The quantitative phase aimed to identify patterns in 88 alumni’s satisfaction towards their gained knowledge, competence, and attitude/value. Subsequently, the qualitative phase with 12 participants, sought to clarify these results by exploring alumni reflections and suggestions for program improvement based on their real-world teaching experiences. Guided by Kirkpatrick’s Four-Level Model, the study aligns alumni responses about their academic training and real-world teaching practice. Findings revealed high overall satisfaction, particularly with foundational pedagogical knowledge and professional values. However, alumni expressed a need for additional support in practical training, emotional education, and the integration of modern technologies in teaching. In short, the study brings attention to the value of alumni feedback to help the target university enhance its strengths and address its limitations, offering transferable insights for similar institutional contexts. It contributes to understanding Vietnamese PTE alumni satisfaction and suggests future research to explore the long-term impact of these factors on teaching effectiveness and student outcomes.

Teachers' digital initiatives to bridge students' in‐class and out‐of‐class language learning and the influencing factors

AbstractGiven the significant and unique contributions of both in‐class and out‐of‐class learning, pedagogical initiatives that connect learners' experiences across these two learning spheres would bolster language development. Technology can catalyse the integration. Whether and how teachers utilize this potential of technology to engage in digital bridging initiatives, initiatives that support the connection of students' in‐class and out‐of‐class learning experiences with digital resources, deserve attention. Thematic analysis of 13 interview responses and exploratory and confirmatory factor analyses of 1101 survey responses of primary and secondary school Chinese EFL teachers unravelled two dimensions of digital bridging initiatives: inward bridging practices and outward bridging practices. SEM analysis of the survey responses further revealed various determinants of teachers' bridging initiatives, underscoring the strong and direct influence of teachers' awareness of students' out‐of‐class digital behaviours and the mediated influence of school culture. The study further highlighted the prominence of teacher internal factors, such as educator‐oriented identity belief, awareness of students' out‐of‐class digital behaviours, and TPACK, for outward bridging. The study advocates attention to the nuances of teachers' digital bridging initiatives and influencing factors across contexts.

Primary School Information Technology Teaching Practice and Thinking Towards Computational Thinking

Under the background of the rapid development of educational informatization, the training of computational thinking has become a crucial goal in primary school information technology teaching. Computational thinking is not limited only to the traditional logical reasoning and problem-solving ability, but also covers a wider range of thinking fields, including abstract thinking, systematic thinking, and innovative thinking [1]. The training of computational thinking can help students to conduct effective logical reasoning in the face of complex problems, to find the best way to solve problems. At the same time, students are encouraged to jump out of the traditional thinking frame when facing problems and propose novel and unique solutions to effectively cultivate their creativity and innovation ability, to enable students to better adapt to the needs of future social development and improve their comprehensive competitiveness in various fields. In this regard, this paper first clarifies the training principles of students’ computational thinking in information technology teaching in primary schools, and then puts forward effective training countermeasures, to provide some references for relevant researchers.

Exploring the Relationships between External and Internal Motivation on Job Satisfaction among Primary Teachers in the Ministry of Education in Jordan: The Moderating Effect of Perceived Organizational Support

Exploring the Relationships between External and Internal Motivation on Job Satisfaction among Primary Teachers in the Ministry of Education in Jordan: The Moderating Effect of Perceived Organizational Support

Gestión del acompañamiento pedagógico y el desempeño profesional de los docentes en el nivel primario

The management of pedagogical accompaniment to enhance the professional performance of Primary Level teachers, aimed at the formation of mathematical concepts, is of vital importance. Therefore, this article aims to conduct a systematic review of the topic. Based on the detected deficiencies, a model is proposed that articulates the processes of reflective evaluation on the availability of didactic-mathematical resources for the formation of mathematical concepts at the Primary Level, the didactic-mathematical projection aimed at mathematical communication-argumentation at the Primary Level, and the socializing execution of didactic-mathematical situations on the analysis of mathematical models and patterns at the Primary Level to achieve didactic suitability in this management. The systemic structural functional modeling was used for the development of the proposed model.

TEACHERS’ KNOWLEDGE AND BELIEFS ABOUT GAMIFICATION IN PHYSICS CLASSROOMS

Gamification has been gaining attention in STEM education for its potential to enhance student engagement and learning outcomes. Teachers’ acceptance and effective use of gamification depend on their knowledge and beliefs about its implementation. This study employs a mixed-method design to explore Croatian physics teachers’ knowledge and beliefs about gamification. In the first phase, semi-structured interviews were conducted with five primary and five secondary school teachers. Insights from these interviews informed the development of an online questionnaire in Google Docs. The final questionnaire consisted of three parts: demographic information (including an open-ended question defining gamification), 16 Likert-type items measuring knowledge and beliefs, and three open-ended questions on key elements, technological tools, and challenges in applying gamification in physics classrooms. In the second phase, quantitative data were collected from 230 primary and secondary school physics teachers, providing a robust sample to examine variations in knowledge and beliefs about gamification. Findings reveal that most teachers possess basic knowledge and hold positive beliefs regarding gamification, although significant differences emerge based on age, teaching experience, and school type. These results underscore the need for tailored professional development programs. The study emphasizes the importance of designing support strategies that accommodate diverse teacher profiles. Keywords: gamification knowledge, mixed-method design, physics teachers, STEM education

BŪSIMŲJŲ PRADINIŲ KLASIŲ MOKYTOJŲ GAMTAMOKSLINIS UGDYMAS: GAMTOS PAŽINIMO PATIRTYS

Learners, both schoolchildren and students, are not "blank slates." They bring their own knowledge, experiences, perspectives, attitudes, and questions into the educational process. In science lessons, as in other subjects, the focus should be on active engagement (construction), rather than instructions (instruction). The task of the lecturer or teacher is to create more learning opportunities (Labudde, 2010; Helmke, 2012). In the article, the construction of a study episode is presented, showing how pre-service primary school teachers acquire didactic knowledge and are introduced to teaching and learning methods through the analysis of the topic “Birds“. The three-stage Critical Thinking for Reading and Writing framework is employed. The article focuses on the first stage – activation – and the third stage – reflection. Students were asked to: 1) identify a special bird and justify why it was chosen; 2) recount a brief episode from their school years during which something was being learned about birds. After completing the activities in the second stage, students engaged in a three-step reflection (the I level, the WE level, and the conclusion level) to analyse and reflect on their learning process. The experiences of the students (N = 29) were analysed using the content analysis method. The results revealed that students identified 17 unique birds, with the owl and the stork receiving the most attention. From their school years, students most vividly recalled educational activities related to birds, including birdwatching, making bird feeders, and feeding birds during winter. Following reflection on both the activities and the learning process, key subcategories were identified: at the I level – the acquisition of new knowledge; at the WE level – the benefits of working in pairs; and at the conclusion level – a vision for professional practice in schools. Keywords: critical thinking, experience, future primary school teachers, reflection, teaching and learning